Journal of Sustainability Science and Management , 2022
Since the COVID-19 outbreak, there has been a significant increase in the use of online technolog... more Since the COVID-19 outbreak, there has been a significant increase in the use of online technology at all levels of education. This study was intended to investigate how online self-regulated learning (SRL) effectively promotes students’ self-regulation in chemistry. The respondents in this study were 36 eleventh-grade students (15 males and 21 females) at a public high school in Indonesia in the 2020/2021 school year. In this quasi-experimental study, Online Self-regulated Learning Questionnaire (OSLQ) and semi-structured interviews were used to collect data. The results showed that students showed slightly higher self-regulation than the neutral point after the intervention. There was no significant difference between male and female students concerning self-regulation scores. The results of this study indicate that there is good interaction between students and between students and teachers during the learning process. This learning environment creates an interesting and fun atmosphere for students during the learning process. In the online SRL setting, students can design learning activities, set learning objectives and learn strategies that will be utilized. In addition, information obtained from various sources can help students construct their conceptual understanding. Thus, chemistry learning that involves students taking greater roles and responsibilities in the learning process can provide great opportunities for active participation. In short, students’ self-regulation improves with the teacher’s support as a facilitator in the online SRL setting.
This research investigated the relationships between pre-service chemistry teachers' science proc... more This research investigated the relationships between pre-service chemistry teachers' science process skills and critical thinking skills. The sample consisted of 146 pre-service chemistry teachers (47 males, 99 females) drawn from an Indonesian public university in the first semester of 2017/2018 academic year. Through a quantitative correlational research design, convenience sampling was employed. To collect data, an Observation Checklist for Science Process Skills (OCSPS) and an Oliver-Hoyo Rubric for Critical Thinking Skills (OHRCT) were used. The results showed that pre-service chemistry teachers' science process and critical thinking skills were low. Further, it was found that there was a significant difference between mean scores of females' and males' science process skills and critical thinking skills in favor of females' ones (p < .05). Furthermore, it was elicited that there was a significant difference between mean scores of their science process skills and critical thinking skills in terms of grade (p < .05). Lastly, a high positive and linear correlation between their science process skills and critical thinking skills appeared when chemistry laboratory course was taken into consideration (r = .793; p < .05). It can be concluded that an increase in students' critical thinking skills influences their science process skills. To improve their performances through research-based educational programs, some implications were made.
This study aims to explore grade level and gender differences in the attitudes toward chemistry (... more This study aims to explore grade level and gender differences in the attitudes toward chemistry (ATC), self-efficacy (SE), and learning experiences (LE) of pre-service chemistry teachers. A total of 191 pre-service chemistry teachers were taken as the sample through cluster random sampling technique. This cross-sectional survey collected the data using CAEQ questionnaire and interview. MANOVA test was carried out to analyze the quantitative data on the significance level .05, while the qualitative data were analyzed using Patton qualitative data analysis procedure. The findings showed that: 1) the LE level of the preservice chemistry teachers was the highest compared to SE and ATC ; 2) there was a difference of ATC and SE between the freshman and sophomore groups, and there was a difference in terms of ATC between freshman and junior categories, yet no different in terms of LE based on this category; and that 3) there was no difference of ATC, SE, and LE based on gender. The results accord with the interview findings in which both male and female student teachers have positive attitudes toward learning chemistry, and there was a difference of ATC, SE, and LE between freshman, sophomore, and junior.
Students’ inadequate 21st century skills is the outcome of teacher-centered learning activities. ... more Students’ inadequate 21st century skills is the outcome of teacher-centered learning activities. Previous studies have shown that collaborative inquiry learning improved their generic skills. This experimental research investigated the effect of Local Wisdom-Based ELSII Learning Model (LWB-ELSII) on students’ problem- solving skills (PSS) and their communication skills (CS). Cluster random sampling was carried to select 56 preservice Islamic teachers at Islamic State University of Mataram as samples. The PSS Essay Test (PSET) and the Communication Skills Test (CST) were employed. The data were analyzed using Mann-Whitney U test and Spearman’s rho correlation at significance level of .05. The results showed that: 1) there were significant differences in the PSS and CS between the experimental and control groups in favour of experimental group students, and 2) there was a positive and significant correlation between the two dependent variables. It is recommended that lecturers apply LWB-ELSII as an alternative solution in improving students’ performance.
Promoting students’ attitudes, a part of affective domains is a major goal in higher education. U... more Promoting students’ attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers’ attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students’ scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students’ scientific attitudes compared to conventional teaching methods
Nowadays, it is not enough for future teachers if they are only equipped with abilities and scien... more Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students' academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. A quasi-experimental design was conducted for six weeks at Muhammadiyah University of Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach's alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman's rho correlation at significance level .05. The findings indicate that there is a significant difference on academic achievement and science process skills between experimental and control groups in favor of experimental group students, and there is a high positive and significant correlation between both dependent variables. We recommend to the lecturers to use PSI as a tool to promote students' scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning.
The purpose of this research was to understand the misconception level of 10th grade students in ... more The purpose of this research was to understand the misconception level of 10th grade students in Yogyakarta province of Indonesia in understanding the concept of ionic and covalent bonds. The ionic and covalent bonds were chosen based on the need assessment on chemistry teachers. This study was inclueded qualitative descriptive research which described the level of students' misconceptions. The sample of this study was 56 students of 10th grade students. The sample was selected by using purposive random sampling technique. The data was collected by three-tier diagnostic test. The data was analysed to determine the percentage of misconception level. The results indicated that the 10th grade students in Yogyakarta suffered misconception with high, medium, and low categories of 19.05%, 42.86%, and 9.52%, respectively.
Asia-Pacific Forum on Science Learning and Teaching, 2018
It is important to enable the students to have the scientific skills and attitudes which are well... more It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competences. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017/2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was .88 and .84 respectively. The descriptive statistic, t-test, Pearson correlation, and regression analysis were used at significance level .05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was a significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was a significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.
Purpose: Although critical thinking skills (CTS) and scientific process skills (SPS) are the bene... more Purpose: Although critical thinking skills (CTS) and scientific process skills (SPS) are the beneficial skills needed in the 21st century learning, the fact is that the acquisition of these two skills is still low. Research with a focus on improving these skills by using inquiry-based approach is also limited. Therefore, this quasi-experimental study aimed to enhance preservice elementary teachers’ CTS and SPS by using Inquiry-Based Laboratory Instruction (IBLI). Method: A pretest-posttest control group design was executed. A total of 43 students who attended Teaching Science in Elementary School-II Laboratory Course at the Muhammadiyah University of Ponorogo were divided into two groups using cluster random sampling. The experimental group (n=21) was taught by using IBLI, while the control group (n=22) was taught by using traditional laboratory method. The Oliver-Hoyo Rubric for Critical Thinking (OHRCT) and the Observation Checklist for SPS (OCSPS) were administered. The data were then analyzed by using normalized gain score and Mann- Whitney U test at significance level .05. Findings: There was a significant difference in terms of CTS and SPS between control and experimental groups in favor of experimental group students. It was found out that gained CTS score of control and experimental group students was .58 and .80, while gained SPS score was .60 and .81, respectively. It can be highlighted that IBLI had a significant effect on preservice elementary teachers’ performance compared to the conventional group. Implications for Research and Practice: The findings suggest that IBLI is considered as the effective method to foster CTS and SPS of preservice elementary teachers. According to results, it is recommended that preservice teachers need to be given opportunities to develop hands- on and minds-on experiences in the science laboratory activities. The lecturers should utilize IBLI to develop students’ various lifelong learning skills.
This research explored the level of students’ basic and integrated Science Process Skills (SPS) b... more This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS.
In the context of 21st century learning, lecturers encounter complex challenges in optimizing lea... more In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman's rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students' higher-order thinking skills by using POGIL.
MIER Journal of Educational Studies, Trends & Practices, 2018
Teachers This study aimed at analyzing the level of students' critical thinking skills as well as... more Teachers This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.
Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan instrumen penilaian kemampu... more Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik SMA/MA pada materi laju reaksi. Penelitian dilakukan di lima SMA/MA di Kota Yogyakarta. Pengembangan instrumen menggunakan model 4-D (Four-D Model) yang meliputi tahap pendefi nisian, perancangan, pengembangan, dan penyebaran produk. Instrumen Analytical Thinking and Science Process Skill (ATSPS) yang telah dikembangkan divalidasi oleh expert judgement dan guru kimia. Data yang diperoleh dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa instrumen ATSPS yang telah dikembangkan memiliki rata-rata indeks validitas isi sebesar 0,95. Berdasarkan hasil penilaian produk yang telah dilakukan oleh guru kimia SMA/MA diperoleh skor sebesar 530 dengan kategori sangat baik. Persentase respons guru terhadap instrumen penilaian kimia sebesar 88,33%. Oleh karena itu, instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia layak digunakan untuk mengukur kompetensi pengetahuan dan keterampilan peserta didik SMA/MA secara terintegrasi.
ABSTRAK Era digital memberikan berbagai kemudahan bagi guru dan siswa dalam melaksanakan kegiatan... more ABSTRAK Era digital memberikan berbagai kemudahan bagi guru dan siswa dalam melaksanakan kegiatan pembelajaran. Salah satu perangkat teknologi informasi yang dapat dimanfaatkan dalam pembelajaran yaitu smartphone. Penelitian ini bertujuan untuk mengetahui sejauh mana penggunaan smartphone dalam menunjang keberhasilan pembelajaran kimia di kalangan siswa. Jenis penelitian ini merupakan mixed methods, yaitu sebuah metode untuk mengumpulkan data kualitatif dan kuantitatif. Survey dilaksanakan di SMA Budya Wacana Yogyakarta dan SMA Tiga Maret Yogyakarta. Sampel berjumlah 53 siswa SMA kelas X yang berusia antara 15-18 tahun. Instrumen penelitian menggunakan kuesioner yang dimodifikasi dari Rossing et al. (2012). Kuesioner terdiri atas 10 item skala Likert dan 3 item pertanyaan terbuka. Data dianalisis secara deskriptif kualitatif untuk memperoleh informasi tentang penggunaan smartphone dalam mendukung proses pembelajaran. Hasil penelitian menunjukkan bahwa siswa menggunakan smartphone untuk mendukung program pembelajaran di dalam dan di luar kelas. Dengan demikian, guru perlu membimbing, mengarahkan, memfasilitasi dan mengoptimalkan penggunaan smartphone secara positif untuk meningkatkan motivasi dan hasil belajar siswa.
This research aims to describe the characteristic of ATSPS test for measuring students's analytic... more This research aims to describe the characteristic of ATSPS test for measuring students's analytical thinking and science process skills of chemistry. This research involved 188 students of XI grade of four senior high schools in Yogyakarta, Indonesia. ATSPS test consists of 15 essay items. The result of tryout was polytomous data and was analyzed with Partial Credit Model 1-Parameter Logistic (PCM 1-PL) using Winsteps 3.73. The result on the field tryout stage based on the lowest and the highest limit Outfit MNSQ 0.5 and 1.5, all tryout test items were stated fit with the PCM 1-PL. Alpha Cronbach coefficient based on CTT is 0.70. The difficulty level of question items was good, because of the range –0.74 to +1.24 logit. Maximum score of test information function is on the ability –0.1 with information score 9.164 and standard error of measurement 0.33. Therefore, ATSPS test is suitable for measuring the analytical thinking and science process skills of senior high school students.
This research aims to develop instrument and determine the characteristics of an integrated asses... more This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.
This research aims to develop instrument and determine the characteristics of an integrated asses... more This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.
—The objectives of the study to investigate chemistry teachers' ability in measuring students' an... more —The objectives of the study to investigate chemistry teachers' ability in measuring students' analitycal thinking and science process skills. This subject research is chemistry teachers' of XI IPA classes of five senior high schools in Yogyakarta. Data collecting technique used questionnaire and was analyzed in qualitative-descriptive method. The result of the qualitative analyze shows that: 1) some of the subject research teachers do not have the assessment instrument, 2) assessment laboratory activities have not using the assessment instrument, and 3) assessment instrument is not equipped with standard scoring guidelines. On the other hand, the chemistry teachers' ability in measuring analitycal thinking and science process skills is low. Therefore, chemistry teachers should be improved their ability in measuring analitycal thinking and science process skills.
—The objectives of the study to investigate chemistry teachers' ability in measuring students' an... more —The objectives of the study to investigate chemistry teachers' ability in measuring students' analitycal thinking and science process skills. This subject research is chemistry teachers' of XI IPA classes of five senior high schools in Yogyakarta. Data collecting technique used questionnaire and was analyzed in qualitative-descriptive method. The result of the qualitative analyze shows that: 1) some of the subject research teachers do not have the assessment instrument, 2) assessment laboratory activities have not using the assessment instrument, and 3) assessment instrument is not equipped with standard scoring guidelines. On the other hand, the chemistry teachers' ability in measuring analitycal thinking and science process skills is low. Therefore, chemistry teachers should be improved their ability in measuring analitycal thinking and science process skills.
Students should be prepared to cope with this world with higher level skills involving critical t... more Students should be prepared to cope with this world with higher level skills involving critical thinking and science process skills, so that they can solve problem in education learning and other fields. Besides, the main reason is those skills should not be separated. Critical thinking skills can be developed by enriching students' process skills. Getting students to think critically and act in accordance with science process skills that students have will improve their cognitive and skill aspects. Unfortunately, those students' ability is not balanced with the current assessment. The prior assessment should be changed to integrated assessment that provides a framework for assessing both students' critical thinking and science process skills. It enables teachers to determine the extent to which students are reasoning critically by integrating science process skills as primary tool for learning. The purpose of this study is to find why integrated assessment is needed to measure critical thinking and science process skills in integrated manner.
Journal of Sustainability Science and Management , 2022
Since the COVID-19 outbreak, there has been a significant increase in the use of online technolog... more Since the COVID-19 outbreak, there has been a significant increase in the use of online technology at all levels of education. This study was intended to investigate how online self-regulated learning (SRL) effectively promotes students’ self-regulation in chemistry. The respondents in this study were 36 eleventh-grade students (15 males and 21 females) at a public high school in Indonesia in the 2020/2021 school year. In this quasi-experimental study, Online Self-regulated Learning Questionnaire (OSLQ) and semi-structured interviews were used to collect data. The results showed that students showed slightly higher self-regulation than the neutral point after the intervention. There was no significant difference between male and female students concerning self-regulation scores. The results of this study indicate that there is good interaction between students and between students and teachers during the learning process. This learning environment creates an interesting and fun atmosphere for students during the learning process. In the online SRL setting, students can design learning activities, set learning objectives and learn strategies that will be utilized. In addition, information obtained from various sources can help students construct their conceptual understanding. Thus, chemistry learning that involves students taking greater roles and responsibilities in the learning process can provide great opportunities for active participation. In short, students’ self-regulation improves with the teacher’s support as a facilitator in the online SRL setting.
This research investigated the relationships between pre-service chemistry teachers' science proc... more This research investigated the relationships between pre-service chemistry teachers' science process skills and critical thinking skills. The sample consisted of 146 pre-service chemistry teachers (47 males, 99 females) drawn from an Indonesian public university in the first semester of 2017/2018 academic year. Through a quantitative correlational research design, convenience sampling was employed. To collect data, an Observation Checklist for Science Process Skills (OCSPS) and an Oliver-Hoyo Rubric for Critical Thinking Skills (OHRCT) were used. The results showed that pre-service chemistry teachers' science process and critical thinking skills were low. Further, it was found that there was a significant difference between mean scores of females' and males' science process skills and critical thinking skills in favor of females' ones (p < .05). Furthermore, it was elicited that there was a significant difference between mean scores of their science process skills and critical thinking skills in terms of grade (p < .05). Lastly, a high positive and linear correlation between their science process skills and critical thinking skills appeared when chemistry laboratory course was taken into consideration (r = .793; p < .05). It can be concluded that an increase in students' critical thinking skills influences their science process skills. To improve their performances through research-based educational programs, some implications were made.
This study aims to explore grade level and gender differences in the attitudes toward chemistry (... more This study aims to explore grade level and gender differences in the attitudes toward chemistry (ATC), self-efficacy (SE), and learning experiences (LE) of pre-service chemistry teachers. A total of 191 pre-service chemistry teachers were taken as the sample through cluster random sampling technique. This cross-sectional survey collected the data using CAEQ questionnaire and interview. MANOVA test was carried out to analyze the quantitative data on the significance level .05, while the qualitative data were analyzed using Patton qualitative data analysis procedure. The findings showed that: 1) the LE level of the preservice chemistry teachers was the highest compared to SE and ATC ; 2) there was a difference of ATC and SE between the freshman and sophomore groups, and there was a difference in terms of ATC between freshman and junior categories, yet no different in terms of LE based on this category; and that 3) there was no difference of ATC, SE, and LE based on gender. The results accord with the interview findings in which both male and female student teachers have positive attitudes toward learning chemistry, and there was a difference of ATC, SE, and LE between freshman, sophomore, and junior.
Students’ inadequate 21st century skills is the outcome of teacher-centered learning activities. ... more Students’ inadequate 21st century skills is the outcome of teacher-centered learning activities. Previous studies have shown that collaborative inquiry learning improved their generic skills. This experimental research investigated the effect of Local Wisdom-Based ELSII Learning Model (LWB-ELSII) on students’ problem- solving skills (PSS) and their communication skills (CS). Cluster random sampling was carried to select 56 preservice Islamic teachers at Islamic State University of Mataram as samples. The PSS Essay Test (PSET) and the Communication Skills Test (CST) were employed. The data were analyzed using Mann-Whitney U test and Spearman’s rho correlation at significance level of .05. The results showed that: 1) there were significant differences in the PSS and CS between the experimental and control groups in favour of experimental group students, and 2) there was a positive and significant correlation between the two dependent variables. It is recommended that lecturers apply LWB-ELSII as an alternative solution in improving students’ performance.
Promoting students’ attitudes, a part of affective domains is a major goal in higher education. U... more Promoting students’ attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers’ attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students’ scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students’ scientific attitudes compared to conventional teaching methods
Nowadays, it is not enough for future teachers if they are only equipped with abilities and scien... more Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students' academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. A quasi-experimental design was conducted for six weeks at Muhammadiyah University of Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach's alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman's rho correlation at significance level .05. The findings indicate that there is a significant difference on academic achievement and science process skills between experimental and control groups in favor of experimental group students, and there is a high positive and significant correlation between both dependent variables. We recommend to the lecturers to use PSI as a tool to promote students' scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning.
The purpose of this research was to understand the misconception level of 10th grade students in ... more The purpose of this research was to understand the misconception level of 10th grade students in Yogyakarta province of Indonesia in understanding the concept of ionic and covalent bonds. The ionic and covalent bonds were chosen based on the need assessment on chemistry teachers. This study was inclueded qualitative descriptive research which described the level of students' misconceptions. The sample of this study was 56 students of 10th grade students. The sample was selected by using purposive random sampling technique. The data was collected by three-tier diagnostic test. The data was analysed to determine the percentage of misconception level. The results indicated that the 10th grade students in Yogyakarta suffered misconception with high, medium, and low categories of 19.05%, 42.86%, and 9.52%, respectively.
Asia-Pacific Forum on Science Learning and Teaching, 2018
It is important to enable the students to have the scientific skills and attitudes which are well... more It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competences. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017/2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was .88 and .84 respectively. The descriptive statistic, t-test, Pearson correlation, and regression analysis were used at significance level .05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was a significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was a significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.
Purpose: Although critical thinking skills (CTS) and scientific process skills (SPS) are the bene... more Purpose: Although critical thinking skills (CTS) and scientific process skills (SPS) are the beneficial skills needed in the 21st century learning, the fact is that the acquisition of these two skills is still low. Research with a focus on improving these skills by using inquiry-based approach is also limited. Therefore, this quasi-experimental study aimed to enhance preservice elementary teachers’ CTS and SPS by using Inquiry-Based Laboratory Instruction (IBLI). Method: A pretest-posttest control group design was executed. A total of 43 students who attended Teaching Science in Elementary School-II Laboratory Course at the Muhammadiyah University of Ponorogo were divided into two groups using cluster random sampling. The experimental group (n=21) was taught by using IBLI, while the control group (n=22) was taught by using traditional laboratory method. The Oliver-Hoyo Rubric for Critical Thinking (OHRCT) and the Observation Checklist for SPS (OCSPS) were administered. The data were then analyzed by using normalized gain score and Mann- Whitney U test at significance level .05. Findings: There was a significant difference in terms of CTS and SPS between control and experimental groups in favor of experimental group students. It was found out that gained CTS score of control and experimental group students was .58 and .80, while gained SPS score was .60 and .81, respectively. It can be highlighted that IBLI had a significant effect on preservice elementary teachers’ performance compared to the conventional group. Implications for Research and Practice: The findings suggest that IBLI is considered as the effective method to foster CTS and SPS of preservice elementary teachers. According to results, it is recommended that preservice teachers need to be given opportunities to develop hands- on and minds-on experiences in the science laboratory activities. The lecturers should utilize IBLI to develop students’ various lifelong learning skills.
This research explored the level of students’ basic and integrated Science Process Skills (SPS) b... more This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS.
In the context of 21st century learning, lecturers encounter complex challenges in optimizing lea... more In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman's rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students' higher-order thinking skills by using POGIL.
MIER Journal of Educational Studies, Trends & Practices, 2018
Teachers This study aimed at analyzing the level of students' critical thinking skills as well as... more Teachers This study aimed at analyzing the level of students' critical thinking skills as well as investigating the correlation between students' critical thinking skills and their grade level. A survey involving 220 pre-service chemistry teachers of Yogyakarta State University, Indonesia was conducted. The sample was taken using the convenience sampling technique. The data were collected using a Critical Thinking Rubric (OHRCT) developed by Oliver-Hoyo (2003). The result of this study shows that (i) the average score of students' critical thinking skills was still considered low (13.95±2.151), (ii) abstract and written presentation appeared as the components that obtained the highest and the lowest score respectively, (iii) significant difference was found between the score of students' critical thinking skills based on grade level in favour of junior students (p=0.000), and (iv) a moderate positive and linear correlation existed between the students' critical thinking skills and grade level (r=0.442, p=0.000). The findings indicate that the improvement in students' critical thinking skills has certain influences on the improvement of students' cognition and learning experience after attending courses in chemistry. Based on the result, several recommendations have been proposed to improve university students' critical thinking skills.
Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan instrumen penilaian kemampu... more Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik SMA/MA pada materi laju reaksi. Penelitian dilakukan di lima SMA/MA di Kota Yogyakarta. Pengembangan instrumen menggunakan model 4-D (Four-D Model) yang meliputi tahap pendefi nisian, perancangan, pengembangan, dan penyebaran produk. Instrumen Analytical Thinking and Science Process Skill (ATSPS) yang telah dikembangkan divalidasi oleh expert judgement dan guru kimia. Data yang diperoleh dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa instrumen ATSPS yang telah dikembangkan memiliki rata-rata indeks validitas isi sebesar 0,95. Berdasarkan hasil penilaian produk yang telah dilakukan oleh guru kimia SMA/MA diperoleh skor sebesar 530 dengan kategori sangat baik. Persentase respons guru terhadap instrumen penilaian kimia sebesar 88,33%. Oleh karena itu, instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia layak digunakan untuk mengukur kompetensi pengetahuan dan keterampilan peserta didik SMA/MA secara terintegrasi.
ABSTRAK Era digital memberikan berbagai kemudahan bagi guru dan siswa dalam melaksanakan kegiatan... more ABSTRAK Era digital memberikan berbagai kemudahan bagi guru dan siswa dalam melaksanakan kegiatan pembelajaran. Salah satu perangkat teknologi informasi yang dapat dimanfaatkan dalam pembelajaran yaitu smartphone. Penelitian ini bertujuan untuk mengetahui sejauh mana penggunaan smartphone dalam menunjang keberhasilan pembelajaran kimia di kalangan siswa. Jenis penelitian ini merupakan mixed methods, yaitu sebuah metode untuk mengumpulkan data kualitatif dan kuantitatif. Survey dilaksanakan di SMA Budya Wacana Yogyakarta dan SMA Tiga Maret Yogyakarta. Sampel berjumlah 53 siswa SMA kelas X yang berusia antara 15-18 tahun. Instrumen penelitian menggunakan kuesioner yang dimodifikasi dari Rossing et al. (2012). Kuesioner terdiri atas 10 item skala Likert dan 3 item pertanyaan terbuka. Data dianalisis secara deskriptif kualitatif untuk memperoleh informasi tentang penggunaan smartphone dalam mendukung proses pembelajaran. Hasil penelitian menunjukkan bahwa siswa menggunakan smartphone untuk mendukung program pembelajaran di dalam dan di luar kelas. Dengan demikian, guru perlu membimbing, mengarahkan, memfasilitasi dan mengoptimalkan penggunaan smartphone secara positif untuk meningkatkan motivasi dan hasil belajar siswa.
This research aims to describe the characteristic of ATSPS test for measuring students's analytic... more This research aims to describe the characteristic of ATSPS test for measuring students's analytical thinking and science process skills of chemistry. This research involved 188 students of XI grade of four senior high schools in Yogyakarta, Indonesia. ATSPS test consists of 15 essay items. The result of tryout was polytomous data and was analyzed with Partial Credit Model 1-Parameter Logistic (PCM 1-PL) using Winsteps 3.73. The result on the field tryout stage based on the lowest and the highest limit Outfit MNSQ 0.5 and 1.5, all tryout test items were stated fit with the PCM 1-PL. Alpha Cronbach coefficient based on CTT is 0.70. The difficulty level of question items was good, because of the range –0.74 to +1.24 logit. Maximum score of test information function is on the ability –0.1 with information score 9.164 and standard error of measurement 0.33. Therefore, ATSPS test is suitable for measuring the analytical thinking and science process skills of senior high school students.
This research aims to develop instrument and determine the characteristics of an integrated asses... more This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.
This research aims to develop instrument and determine the characteristics of an integrated asses... more This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.
—The objectives of the study to investigate chemistry teachers' ability in measuring students' an... more —The objectives of the study to investigate chemistry teachers' ability in measuring students' analitycal thinking and science process skills. This subject research is chemistry teachers' of XI IPA classes of five senior high schools in Yogyakarta. Data collecting technique used questionnaire and was analyzed in qualitative-descriptive method. The result of the qualitative analyze shows that: 1) some of the subject research teachers do not have the assessment instrument, 2) assessment laboratory activities have not using the assessment instrument, and 3) assessment instrument is not equipped with standard scoring guidelines. On the other hand, the chemistry teachers' ability in measuring analitycal thinking and science process skills is low. Therefore, chemistry teachers should be improved their ability in measuring analitycal thinking and science process skills.
—The objectives of the study to investigate chemistry teachers' ability in measuring students' an... more —The objectives of the study to investigate chemistry teachers' ability in measuring students' analitycal thinking and science process skills. This subject research is chemistry teachers' of XI IPA classes of five senior high schools in Yogyakarta. Data collecting technique used questionnaire and was analyzed in qualitative-descriptive method. The result of the qualitative analyze shows that: 1) some of the subject research teachers do not have the assessment instrument, 2) assessment laboratory activities have not using the assessment instrument, and 3) assessment instrument is not equipped with standard scoring guidelines. On the other hand, the chemistry teachers' ability in measuring analitycal thinking and science process skills is low. Therefore, chemistry teachers should be improved their ability in measuring analitycal thinking and science process skills.
Students should be prepared to cope with this world with higher level skills involving critical t... more Students should be prepared to cope with this world with higher level skills involving critical thinking and science process skills, so that they can solve problem in education learning and other fields. Besides, the main reason is those skills should not be separated. Critical thinking skills can be developed by enriching students' process skills. Getting students to think critically and act in accordance with science process skills that students have will improve their cognitive and skill aspects. Unfortunately, those students' ability is not balanced with the current assessment. The prior assessment should be changed to integrated assessment that provides a framework for assessing both students' critical thinking and science process skills. It enables teachers to determine the extent to which students are reasoning critically by integrating science process skills as primary tool for learning. The purpose of this study is to find why integrated assessment is needed to measure critical thinking and science process skills in integrated manner.
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Papers by Dr. IRWANTO
users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible
to be applied to measure the students’ analytical thinking and science process skills.
instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques
include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.
users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible
to be applied to measure the students’ analytical thinking and science process skills.
instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques
include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.